Research‑Based Strategies for Building Your Simple Syllabus

Your syllabus is often the very first impression students have of you and your course, and that impression can happen even before students hear your voice or experience your teaching. As students read, they’re also asking themselves an important question: Can I succeed in this course? A well‑designed syllabus helps them answer “yes!”  

When your policies, assignments, and goals are clearly explained, your students are able to see a clear path for learning rather than warning flags. That clarity builds their confidence, reduces anxiety, and allows them to focus their energy on learning. 

As they read your syllabus, they are likely forming ideas about who you are: Are you approachable? Clear? Supportive? The syllabus quietly sets expectations and communicates what it will feel like to learn with you during the semester. 

In these ways, your syllabus is more than a document—it’s the foundation for your relationships with your students and a crucial factor in building their excitement and efficacy. The more transparent, organized, and learning‑centered it is, the more you help your students begin the semester on the right foot. 

Designing a Clear, Learning-Focused Syllabus

A learning-focused syllabus creates a clear path to learning. Instead of functioning mainly as a contract or list of rules, it serves as a guide to help students understand what they will learn, how they will learn it, why it matters, and how you will support them along the way. In short, it aligns your teaching intentions with students’ experiences from day one. 

The following principles are the key considerations that will make your syllabus clear and learning-focused, organized around how students actually use it. 

1. Transparency and Alignment

Students use syllabi to reduce uncertainty. As instructors, we can increase our student’s confidence by transparently communicating the purposes, tasks, and criteria they will be held to regarding what they will learn throughout the course..  

 Transparency and alignment help all learners feel more certain that they can be successful and especially benefits first‑generation students, students with disabilities, and students new to university settings. A clear syllabus: 

  • Explains grading and policies plainly and concretely 
  • Avoids unnecessary jargon or vague language 
  • Anticipates common student questions (“How is this graded?” “What happens if…?”) 
  • Shows alignment between assignments and course goals 
  • Communicates expectations: what the instructor expects and what the student can expect 
2. Expectations and Student Learning Outcomes

Students want to know what you expect of them and what they can expect to learn. These expectations help students understand how to engage meaningfully and what success looks like from the very beginning. A strong syllabus: 

  • States expectations in clear, actionable language 
  • Describes learning outcomes using measurable, student‑centered verbs 
  • Connects expectations to the broader purpose of the course 
3. Humanization and Warmth

The tone used in a syllabus is important because it helps establish psychological safety and belonging from day one in the course. A humanized syllabus: 

  • Introduces the instructor as a real person 
  • Conveys that the instructor assumes good intent 
  • Explicitly invites communication and help‑seeking 
  • Emphasizes what students can do, not just what they can’t 
  • Frames policies as supports for learning, not punishments 
4. Academic Integrity

Students look to your syllabus for cues about how to navigate academic expectations. A supportive explanation of integrity builds trust and encourages students to uphold shared academic values. It’s helpful if your syllabus: 

  • Frames integrity as part of learning and professionalism 
  • Clarifies discipline‑specific expectations for honesty and citation 
  • Invites students to ask questions when they’re unsure 

To learn more about how to communicate standards of academic integrity in your syllabus, see Academic Integrity. 

5. Accessibility by Design

A sound syllabus is usable by all students and aligns with Universal Design for Learning (UDL) principles. Developing an accessible syllabus shows students that you care and have already considered variation in student abilities from the start. An accessible syllabus uses:  

  • Clear structure with headings and consistent formatting 
  • Document design that can be accessed using screen readers and other assistive technologies 
  • Accommodation and flexibility statements 
  • Attention to a variety of student backgrounds and circumstances 

 

Instructor Best Practices for Simple Syllabus

In the following sections you’ll find best practices that incorporate the strategies outlined above. We’ve organized these to align with the Simple Syllabus form so you can jump directly to any section to read the specific recommendations and illustrative examples.

1. Instructor Information (required)

Instructor information is required and provides your first opportunity to welcome your students to your course. One way to humanize your syllabus is by adding a friendly professional photo of yourself alongside your contact information. This section also requires that you list your student office hours and provides an optional section where you can indicate your preferred method of communication and add additional text or instructions. 

Examples:

A person standing outdoors with arms crossed in front of green shrubs and trees, positioned beside instructor contact information and office hours displayed on a webpage.

A person standing outdoors in front of greenery, shown beside instructor contact information including name, email, telephone number, office hours, and preferred method of communication on a webpage

A person in front of a neutral gray background shown beside instructor contact information, office hours, Zoom meeting details, and preferred method of communication displayed on a webpage

Instructor information displayed on a webpage, including name, email address, telephone number, office hours, and detailed notes about meeting availability and communication preferences

2. Office Location (required)

Providing your office location is required and is set to private by default. This means that only students logged in to Canvas will be able to see what you enter into this section. 
 
When you enter your office location info, be as descriptive as possible, especially if you know that students sometimes can’t find it.  

3. Teaching Assistants (optional)

If your course has teaching assistants, then you can enter their information here. This information can be made private so that only students can see the information. 

4. Course Details (required, and prepopulated)

This section lists the Course Description from the UF Catalog, and any specific course fees. That information is populated directly from the UF system. 

Course details section on a webpage listing prerequisites, credit hours, and course fees.

5. Additional Course Description (optional)

A clear and thoroughly descriptive course description is the bedrock of a transparent syllabus. This section is marked as optional, but this section provides an opportunity to add information that helps students clearly understand what the course will cover. 

You can also add information here that will help describe the experience that your students will have in your course. We’ve shared some examples that illustrate a variety of ways instructors have used this section to include and add to the catalog course description. 

If your course doesn’t have a catalog course description that indicates the specific scope of your course, then write an additional description here. For example, a Special Topics course may have a generic course description in the catalog, therefore it’s helpful to include a thorough description here for students.  

Additionally, consider that your students may need a detailed course description from your syllabus if they want to transfer credits to another institution in the future. 

Examples:

Course description section on a webpage displaying the UF catalog description and course overview text about teaching exercise therapy, adapted physical activities, and working with individuals with disabilities.

Course description section on a webpage explaining that students study traditional and alternative drawing and visualization methods, learn techniques used in landscape architectural design and planning, and complete a project‑based studio culminating in a student‑led publication.

Course description section on a webpage describing methods for solving mathematical problems numerically, emphasizing engineering applications, MATLAB implementation, error analysis, roots and optimization, linear algebra, curve fitting, numerical differentiation and integration, and ordinary differential equations, with the course listed as three credits.

Additional course description section on a webpage explaining that the course concludes an evidence‑based practice sequence, expands on skills from prior courses, involves describing a professional clinical experience, and requires data collection initiated during preceding clinical education classes.

Additional course description section on a webpage explaining that the course examines conservation and management tools in the context of global climate change, explores ways to maintain or improve natural resource effectiveness, considers integrating human and natural resource needs, and discusses governance mechanisms supporting adaptation, with opportunities for interactive discussions and a customizable project.

Additional course description section on a webpage explaining that the course introduces the sport industry, covering its history, foundations of sport management, levels of sport participation, various sport industry segments, international sport, and current ethical and social issues in sport.

6. Required Materials (required, and prepopulated)

Required materials for your course are populated directly from the UF Textbook Adoptions system, but this section contains the following: Title, ISBN, Author, Publisher, and Edition.  

7. Recommended Materials (optional)

Important: All materials for courses, whether required or recommended, must be listed in the Textbook Adoptions system and in the syllabus.  

This section is where you can list additional materials that you recommend for your students.  

Intentionally selected and clearly identified course materials help students learn, manage costs, and understand how resources support course goals. Research on textbook selection and instructional materials emphasizes alignment with learning objectives, transparency about expectations, and consideration of student access and affordability. As a result, Higher Education teaching standards, such as the UF Quality Online Course Rubric include research-based standards that emphasize the importance of alignment between course objectives and learning materials, and other specific standards regarding course learning materials. 

The info (book cover images, for example) for any materials that you add to this section is drawn from Google Books, not the Textbook Adoption system or the UF Bookstore. 

Note: Textbook info entered into Simple Syllabus does not feed back to Textbook Adoptions, which must be completed each semester. See more at Textbookadoption.ufl.edu 

Best Practices 

Evidence-based best practices for selecting and presenting course materials include: 

  • Aligning materials with course goals and learning objectives.  

Course materials should directly support what students are expected to learn and be able to do, rather than serving as an exhaustive reference. Purposeful alignment improves student engagement and reduces unnecessary cognitive load (Successful Teaching, 2018). It also meets UF Quality Online Course Standards (QM 4.1) 

  • Prioritizing accessibility and affordability. 

High textbook costs can negatively affect student success, course participation, and persistence. Selecting affordable options, open educational resources (OER), or library-licensed materials increases equity and access for students (Hilton, 2016). 

  • Being transparent about required versus optional materials. 

Clearly distinguishing required materials from recommended or supplemental resources helps students allocate time and financial resources effectively (Successful Teaching, 2018). 

  • Evaluating materials for usability and instructional fit. 

Effective materials are well-organized, readable, up to date, and appropriate for students’ prior knowledge. Faculty are encouraged to review materials from a student perspective, considering clarity, examples, and scaffolding (Successful Teaching, 2018). 

  • Explaining how materials will be used in the course. 

Students benefit when the syllabus explains why a material is assigned and how it will be used (e.g., readings for discussion, reference, or assessment preparation), which increases perceived value and motivation (Nilson & Goodson, 2021).  

Examples:

Recommended materials section on a webpage showing two virology textbooks with their details. The first is Fields Virology 6th Edition, with ISBN, authors, publisher, and edition information. The second is Principle of Virology, with its authors, publisher, and edition listed.

Recommended materials section on a webpage displaying three book titles with cover images and publication details. The listed books are Planting Design, The Planting Design Handbook, and Planting in a Post‑Wild World, each accompanied by ISBN, authors, publisher, publication date, and notes about electronic or library availability.

8. A Note on Materials (required, and prepopulated)

This section of the Simple Syllabus form will pull information you’ve shared in the UF Textbook Adoptions system. So, for example, if you included textbook notes such as “any edition is fine” or “make sure you purchase the hard copy and not the e-book version” then those notes will pre-populate here.  

You cannot edit this section in Simple Syllabus but knowing how it is connected to the Textbook Adoptions can inspire you to use the notes section in Textbook Adoptions more intentionally since that information will appear on the Simple Syllabus. 

Section titled ‘A note on Materials’ explaining that all required readings are available through the UF Library, either as e‑texts or in Canvas, and identifying the required e‑text as The Professional Practice of Landscape Architecture: A Complete Guide to Starting and Running Your Own Firm, Second Edition by Walter Rogers

 

9. Course Goals and Objectives (required)

This section in Simple Syllabus is required, and for good reason. Well-designed course goals and objectives communicate what students should know and be able to do by the end of the course. Research on learning objectives emphasizes clarity, action orientation, and alignment with instruction and assessment.  

Best Practices 

Evidence-based best practices for writing course goals and learning objectives include: 

  • Differentiating goals from objectives.
    Course goals describe broad overarching purposes of the course, while learning objectives specify observable and measurable outcomes students should achieve by the end of the course or a unit.  

In other words, Course Goals and Objectives complete the following phrases: 

Course Goals:  This course aims to … 

Course Objectives:  In this course, students will … 

  • Using clear language.
    Course goals may use more vague terms like understand or appreciate. Learning objectives should begin with measurable verbs (e.g., analyze, design, evaluate) drawing on Bloom’s revised taxonomy (Anderson & Krathwohl, 2001).  

The clearest learning objectives utilize concrete action verbs and avoid vague verbs like “understand” or “know.” 

  • Focusing on student learning, not instructor activity.
    Well-written learning objectives describe what students will do, which helps learners self-regulate and better understand expectations (Felder & Brent, 2016). 
  • Limiting the number and prioritizing significance.
    A concise set of meaningful objectives (generally 6–10 for a course) improves student comprehension and supports transparency without overwhelming learners (Boston College Center for Teaching Excellence, n.d.). 

Examples:

Course goals and objectives section on a webpage explaining that the course prepares students for professional practice in landscape architecture, covering business concepts, career development, client and marketing skills, community engagement, project management, finances, accounting, contracts, and post‑design services, with guest lectures from industry professionals.

 

Course goals and objectives section on a webpage. The course goals list includes preparing students for workplace writing, analyzing audiences, producing common business genres, supporting evidence‑based arguments, building communication skills across formats, creating career‑ready materials, and fostering professional habits and ethical communication. The course objectives list includes identifying audience characteristics, adapting tone and structure, applying clarity and cohesion principles, revising drafts, editing for professional standards, composing various business messages, developing formatted business documents, producing digital communication such as a polished profile, and delivering clear and professional team presentations.

10. Expectations and Student Learning Outcomes (required)

Expectations: 

Students want to know what you expect from them and what they can expect to learn. These expectations help students understand how to engage meaningfully from the very beginning. Research has demonstrated that a strong syllabus: 

  • States expectations in clear, actionable language 
  • Describes learning outcomes using measurable, student‑centered verbs 
  • Connects expectations to the broader purpose of the course 

Student Learning Outcomes complete the statement that begins with, “At the end of this course, students will be able to …” 

Examples:

Expectations and student learning outcomes section on a webpage explaining that students in the landscape architecture program should demonstrate beginning design thinking, including using diverse approaches to create landscape compositions, developing multiple design alternatives, and participating in respectful iterative critique. The section also states that students are expected to show diligence, independence, and curiosity, and notes that course learning objectives align with accreditation and student learning outcome standards.

Expectations and student learning outcomes section on a webpage listing course learning objectives. The objectives are grouped into categories, including integrating knowledge of the landscape architecture profession, applying professional skills in design decision‑making, using ethical understanding in design, and producing professional visual, oral, and written communications. Each category contains numbered CLOs describing specific expectations such as summarizing practice opportunities, applying accounting principles, explaining marketing processes, understanding contracts and liability, applying project management techniques, connecting ethical obligations to stakeholders, critiquing regulatory processes, presenting ideas visually and orally, and summarizing project management tools.

Student Learning Outcomes:

Expectations and student learning outcomes (SLOs) in the Simple Syllabus are required. For SLOs, we recommend consulting your department’s Student Learning Outcomes for the major to see if your course aligns with those discipline-specific outcomes. If so, communicate the relevant SLOs in this section. This will help students understand how this course fits into their overall outcomes for the major and their future career. If this doesn't describe your course, you can craft your own SLOs in consultation with your department. 

Expectations and student learning outcomes section on a webpage describing course learning objectives aligned with landscape architecture accreditation standards. Under the content category, outcomes include integrating knowledge of plant ecology and site engineering, analyzing ecosystem interactions, preparing construction documentation, and evaluating material selection. The critical thinking category lists outcomes such as combining and analyzing information from multiple sources and applying mathematical calculations to quantify project impact.

Table outlining course learning outcomes (CLOs) and student learning outcomes (SLOs) for a landscape architecture course. The table lists content‑related outcomes, including integrating design knowledge, identifying the design process, demonstrating spatial acuity, and applying representation methods. The communication section includes outcomes on producing professional visual, oral, and written communications, clearly conveying ideas through visual media, and using architectural drawing conventions such as diagrams, plans, sections, perspectives, and physical or digital models.

Table of specific student learning objectives on a webpage. The table lists what students will be able to do by the end of the course, aligned with CAPTE criteria and curriculum threads. Objectives include determining meaningful changes in patient outcomes, evaluating intervention effectiveness, assessing the impact of social determinants of health, reflecting on clinical practice in written work, designing quality improvement projects, creating professional conference‑style poster presentations, and providing substantive peer review. Corresponding CAPTE criteria codes and curriculum threads such as Clinical Reasoning, Becoming a Professional, High Quality Healthcare and Education, and Evolving Practice are shown alongside each objective.

Student learning objectives section on a webpage listing end‑of‑course outcomes, starting with the phrase, “At the end of this course, students will be able to…” Objectives include analyzing business communication contexts, applying clarity and cohesion principles in writing, composing workplace‑appropriate messages, developing polished career documents, constructing persuasive arguments, revising and editing for clarity and grammar, producing at least 6,000 words of evaluated writing, collaborating in professional settings, demonstrating ethical communication practices such as proper attribution and avoiding plagiarism, and exhibiting professionalism through deadlines, communication protocols, and constructive class participation.

11. Methods of Evaluation (required)

Students need clarity about how their learning will be assessed. Clear measures of learning reduce uncertainty, support fair evaluation, and help students approach coursework with confidence. In this section, you can present how you will evaluate student learning in paragraph form or using a table that you build directly in Simple Syllabus.  

Best Practices 

While you can copy and paste text from a previous syllabus, avoid copying and pasting a table from your previous syllabus into this section because it will not be accessible. Build your tables in Simple Syllabus will make sure that your entire syllabus is accessible for your students. 

Learning-focused syllabi: 

  • Explain each assessment and its purpose 
  • Show how assessments align with learning outcomes 
  • Provide grading information that is clear and easy to follow 
  • Demonstrate how each evaluation impacts the overall grade 

Examples:

Methods of evaluation section on a webpage outlining how course points are earned. Components include a syllabus quiz worth 10 points; attendance assignments worth 25 points with attendance taken through activity completion; three online exams worth 100 points each covering lectures, readings, and class activities; and practical application assignments involving creating adapted sports or videos, with ten assignments worth 10 points each for a total of 100 points. The section also notes university attendance policies and the types of exam questions.

Table titled ‘How grade is determined’ showing course requirements, point values, and percentage of total points. Listed items include a syllabus quiz worth 10 points (2%), attendance worth 25 points (4.5%), three exams worth 300 points total (51%), practical application activities worth 100 points (17%), article discussion posts worth 50 points (8.5%), and a practicum log and summary worth 100 points (17%). The total possible points are 585.

Methods of evaluation section on a webpage outlining grading components for a sketching‑based course. Assignments include a hand‑drawn daily diary worth 20% of the grade, a refined sketch pad pack worth 20%, a narrative strip worth 10%, weekly reflection notes worth 10%, a final portfolio worth 30%, and participation worth 10%. Descriptions explain requirements such as observational sketches, imaginative drawings, narrative comics, written reflections, and a bound portfolio of labeled sketches. A table below shows how each graded component aligns with course learning objectives SLO 1 through SLO 5, with X marks indicating coverage.

Methods of evaluation section on a webpage describing grading components. Professional practice makes up 80% of the course grade and includes value‑add self‑assessments (10%), a capstone project pitch (15%), project management tracking (15%), written reflections and discussions (15%), a mid‑term quiz (10%), and a final exam (15%). Attendance and engagement make up the remaining 20%. Attendance is recorded at each session, and engagement is based on preparation, participation in discussions and group work, thoughtful contributions, and respectful interaction. A grade breakdown explains expectations for full points in attendance and engagement.

12. Grading Scale (required)

In this section of Simple Syllabus, the standard UF grading scale is prepopulated in the form, but if you are using a different grading scale, please make sure your students are aware by including editing the standard scale in this section. This section can be made private so that only your students can see it. 

13. Course Schedule (required)

Every syllabus must include a Course Schedule that outlines, at a minimum, the weekly course schedule of topics and assignments. It provides students with an overview of what to expect each week and is part of our required syllabus content.

Course schedule table listing weekly topics, textbook chapters, and homework due dates for a semester. Topics progress from MATLAB basics and integers in Week 1 through floating point accuracy, Taylor series, finite differences, root finding, matrix introduction, Gaussian methods, eigenvalues, regression, polynomial interpolation, iteration, splines, numerical integration, and ordinary differential equations. Weeks 14 and 15 list a final exam discussion and the final exam. Each week includes corresponding chapter numbers and homework assignments labeled HW1 through HW13.

Course schedule listing dates, lecture topics, and instructors for a virology course. The schedule includes sessions such as an introduction to virology and the Baltimore classification, DNA viruses, RNA viruses, virus evolution, virus enumeration and detection methods, innate and adaptive immune responses, methods in innate immunity, microscopy methods, methods in viromics, enveloped and non‑enveloped virus entry, and methods in virus entry. The schedule also notes a holiday for Martin Luther King Jr. Day and an exam with the time to be determined.

Course schedule table for Spring 2026 listing weekly topics and associated assignments or quizzes. Week 1 covers course introduction, learning concepts, and interpersonal communication with Quiz 1 due. Week 2 covers the Health Belief Model and Stages of Change with Quiz 2. Week 3 introduces motivational interviewing concepts such as reflective listening and open‑ended questions, with a note about a guest or recorded lecture, Quiz 2, and Life Lab Journal Entry 1 due. Week 4 includes a nutrition education project guest presentation and motivational interviewing affirmations, with Quiz 3 and Life Lab Journal Entry 2 due. Week 5 introduces mock counseling skills such as eliciting‑providing‑eliciting, looking back and forward, and summaries, with Quiz 4, Life Lab Journal Entry 3, and a nutrition education topic ideas assignment due.

Course schedule table labeled ‘Tentative Weekly Schedule’ outlining dates, module titles, unit topics, and assignment deadlines for a sport management course. Week 1 covers an introduction to sport and sport careers with a discussion post due and a pre‑course survey. Week 2 focuses on HR, management, and leadership principles with discussion replies due and Quiz 1. Week 3 covers business, finance, sales, and fundraising in sport with a discussion post due. Week 4 addresses legal and ethical principles with discussion replies due and Quiz 2. Week 5 covers sport media and communications with a discussion post due. Week 6 focuses on sport marketing and sponsorship with discussion replies due and Quiz 3.

 

14. Canvas Assignments (Optional)

Schedule Component: Canvas Assignments (Optional)
If you use Canvas assignments, you can set this section to sync automatically with the Canvas Gradebook (NOTE: This feature will not be available until later this Spring 2026). For the Summer 2026 implementation, enter this information manually under the Schedule of Assignments component. The Schedule of Assignments section must include the following:

  • Dues dates
  • Assignments (e.g., Reflection, written paper, collaboration)
  • Type of Assignment (e.g., exam, paper)
  • Points

Table titled ‘Schedule of Assignments’ listing due dates, assignment names, assignment type, and point values. The assignments include Topic Selection due 1/26/26 for 10 points, an Annotated Bibliography due 3/2/26 for 100 points, a Project Proposal due 3/9/26 for 10 points, a Final Project due 4/13/26 for 100 points, and a Virtual ‘Poster’ Session due 4/27/26 for 20 points. All assignments are labeled as CYOA.

15. Alignment of SLOs (Optional)

Students use syllabi to reduce uncertainty. Showing how course assignments align with student learning outcomes helps all learners make the connection between what they are being asked to do and the skills they will take with them when the course ends. feel more certain that they can be successful and especially benefits first‑generation students, students with disabilities, and students new to university settings. A clear syllabus: 

  • Explains grading and policies plainly and concretely 
  • Avoids unnecessary jargon or vague language 
  • Anticipates common student questions (“How is this graded?” “What happens if…?”) 
  • Shows alignment between assignments and learning goals 
  • Communicates what the instructor expects and what the student can expect 

Here are some examples of syllabi with clear Alignment of SLOs: 

Table titled ‘Alignment of SLOs’ showing how graded work maps to specific student learning objectives. The table lists three categories of graded work—Projects, Exercises, and Quizzes—each marked with X symbols under SLO 1, SLO 2, and SLO 4. Projects align with SLO1 items 1 and 2, SLO2 items 3, 4, and 5, and SLO4 item 6. Exercises align with SLO1 item 1, SLO2 items 3 and 5, and SLO4 item 6. Quizzes align with SLO1 item 1, SLO2 items 3, 4, and 5, and SLO4 item 6.

Table titled ‘Alignment of SLOs’ showing how assessments align with course learning objectives for LAA 4210. Listed assessments include Value Add, Mid‑Term Exam, Art of the Pitch, Project Management, Final Quiz, and Reflection/Discussion. Columns display SLO numbers across five categories. X marks indicate which SLOs each assessment addresses, including multiple SLOs under SLO1, SLO2, SLO3, SLO4, and SLO5.

To learn more about making your syllabus more transparent and aligned, see Transparency and Alignment. 

 

 

16. University Policies and Resources (required, and prepopulated)

This section is prepopulated with a link to university policies about grading, support for students with disabilities, the Honor Code, course evaluations, and other course policies and campus resources. This section is not editable. 

17. Attendance Policy (required, and prepopulated)

This section is prepopulated with the university policy on Excused and Unexcused Absences, Religious Holidays Guidelines, Absences Due to Illness, and the Twelve-Day Rule. This section is not editable. 

18. Course Policies and Resources (Optional)

This section is optional, but a learner-centered syllabus will take advantage of this section to outline any specific course policies and resources. 

Simple Syllabus allows instructors to use this and the following sections to clearly detail specific policies in a way that reduces cognitive load and helps students absorb the different information.  

In other words, while you can copy and paste all of your course policies into this section of the syllabus, it’s recommended that you make good use of the different sections provided, and use the Simple Syllabus tool to create new sections that make sense for your course. 

We’ve included some examples to illustrate a variety of ways that instructors have used this section to clarify policies for students. 

Examples:

Course policies and resources section on a webpage. The Canvas subsection explains that the learning management system will be used for activities, resources, assignments, and communication, and that students are expected to read notifications regularly. The workload expectations subsection states that one credit hour equals about three hours of coursework per week and estimates around nine hours of weekly work for the course. The digital work submission subsection explains departmental policies on ownership of student work, requirements for submitting digital copies, acceptable file formats, and guidelines for scanned assignments.

Course policies and resources section outlining expectations for success in HSC 4232C. The list advises students to attend all class sessions, watch all supplemental videos, take ownership of their learning, stay aware of course due dates, and read assigned textbook chapters or supplemental materials before completing assessments or joining discussions. Students are encouraged to participate respectfully in discussion forums. The section emphasizes adherence to deadlines and notes that late assignments are not accepted unless prior notice is given for extenuating circumstances. It explains what to do in the event of an emergency that affects a deadline and asks students to communicate whenever they have problems, need clarification, or want to explore topics further.

Course policies and resources section outlining requirements for enrollment in a virology‑related course. The text states that the course is limited to second‑year BMS students and recommends that first‑year students take an Infectious Disease course directed by Dr. Scott Tibbetts. It explains that students should have foundational knowledge in molecular biology, biochemistry, and introductory topics such as infectious disease, virology, and microbiology. It notes that students from the College of Veterinary Medicine have also taken the course and that exceptions may be made for students with a master’s background in virology. The section provides the course coordinator’s contact information for questions.

Course policies and resources section describing prerequisites, instructor interaction expectations, and in‑class recording rules. The prerequisites note that students must be Dietetics majors and must have completed HUN2201 and HUN3403, with no additional experience required. The instructor interaction plan outlines response times for emails, timelines for assignment feedback, quiz grading within 72 hours, weekly announcements, availability during office hours, and invitations for informal and formal student feedback. The in‑class recording section explains that students may record class lectures but may only use recordings for personal educational use, university complaints, or legal evidence; all other uses are prohibited without written instructor consent.

Course policies and resources section describing an instructor’s AI use policy. The policy explains that generative AI may be used as a learning and writing support tool when disclosed but cannot replace a student’s original work. Acceptable use guidelines specify that AI may clarify confusing paragraphs for Perusall assignments but may not generate or draft annotations, and all annotations must be written in the student’s own words. A note explains that AI use must be briefly disclosed when it helps with understanding. The quizzes subsection states that AI is prohibited on quizzes. The annotated bibliography subsection allows students to use AI to polish wording or brainstorm search terms.

Course policies and resources section describing prerequisites, instructor interaction expectations, and in‑class recording rules. Prerequisites state that students must be Dietetics majors and must have completed HUN2201 and HUN3403, with no other required background. The instructor interaction plan outlines expected response times to emails, timelines for assignment feedback, quiz grading within 72 hours, weekly announcements, and encouragement to seek clarification during office hours or offer feedback throughout the semester. The in‑class recording section explains rules for recording lectures, including permitted uses for personal education, university complaints, or legal proceedings, and prohibits publishing recorded content without instructor permission. Additional details outline what constitutes a class lecture and restrictions on distributing or posting recordings or course materials.

19. Late and Make Up Work Policy (Optional)

This section is optional, but if you have a specific policy on this, utilize this section so that it doesn’t get buried among other policies. 

Examples:

Late and make‑up work policy section explaining attendance, makeup, and late submission guidelines. Assignments are due at 11:59 p.m. on scheduled dates with a 48‑hour grace period during which no late penalty is applied. No extensions are granted beyond that period because all students automatically receive the extra two days to manage technical or submission issues. The section notes that unexpected situations may prevent participation, and students are encouraged to communicate with the instructor or the Dean of Students Office, who can notify the instructor. Guidance is provided for students experiencing illness, including visiting the Student Health Care Center and submitting documentation only to the Dean of Students Office, which verifies information and advises instructors while protecting student privacy.

Late and make‑up work policy section explaining expectations for project assignment submissions. The policy states that projects must be submitted by the due date unless prior arrangements are made. Late submissions lose 3% of the total points for each day past the deadline; for example, a 10‑point project submitted five days late can earn a maximum of 8.5 points. Projects six days late or more are graded out of 80% of the total points. A grade of zero is recorded until the project is submitted. Late assignments are accepted for up to two weeks after the due date, after which a final grade of zero is assigned.

Late and make‑up work policy section explaining expectations for timely completion of project requirements. The policy states that late work is penalized at 3% per day, with each additional 24‑hour period counted as another day late. Assignments are considered late if submitted after the specified due date and time unless prior arrangements have been approved for acceptable reasons under UF attendance policies. Projects that are 7 days late or more are graded out of 80% of the total points, and projects 14 days late or more are no longer accepted for grading. Assignments not turned in receive a grade of zero.

20. Classroom Behavior (Optional)

According to research-based and standards-based practices, outlining the expectations and norms for classroom behavior will help set the standard for learner interaction and build a welcoming learning community. While this is an optional section, information that you provide in this section will support UFQ Online Course Standards QM5 and UF10.

Classroom behavior section detailing the UF honesty policy and in‑class recording rules. The honesty policy quotes the university’s Honor Pledge and explains that students must not give or receive unauthorized aid on assignments and should refer to the Conduct Code for prohibited behaviors and sanctions. The in‑class recording section states that students may record class lectures for limited personal, complaint‑related, or legal purposes, but recordings cannot be published without written instructor consent. Additional text defines a ‘class lecture’ and clarifies what types of class activities—such as labs, assessments, field trips, and private conversations—are not included.

Studio policies section outlining expectations for critique and studio culture. The critique policy explains that student work is discussed during class sessions and in formal critique presentations, sometimes with invited external critics who offer feedback and suggestions for future development. Students are expected to participate actively in discussions of their own and others’ work. The studio culture policy asks students to maintain a professional atmosphere, be courteous and tolerant, and recognize the studio as a shared academic workspace. It advises avoiding loud conversations, limiting phone use, and respecting peers’ requests for a quiet environment, with reminders about campus rules such as no smoking or vaping.

Classroom behavior section describing student expectations for professional behavior in a clinical education setting. The text emphasizes the importance of developing skills such as critical thinking, communication, problem solving, interpersonal skills, responsibility, professionalism, constructive feedback, effective use of time and resources, stress management, and commitment to learning. A list explains how professional behavior is demonstrated, including attendance, timeliness, attentiveness, respectful interaction with peers and instructors, active engagement in lab activities, responsibility for equipment and facilities, appropriate communication when absent, proper attire, adherence to university policies, self‑responsibility, and other standards described in the program’s student manual. The section notes that instructors provide constructive feedback when deviations occur and that repeated or serious deviations may result in referrals to the Dean of Students Office and potential grade impacts.

21. Technology in the Classroom (Optional)

If your course utilizes specific technology, then you can provide specific guidance in this section. While optional, you can specify tech requirements, and which technologies will be used so that students have a clear expectation of what is required.  

The use of Artificial Intelligence can be addressed in this section, but it is recommended that you create a section to clearly communicate your course’s generative AI policy. Addressing student use of generative AI in a separate section is an important step to helping students practice academic integrity and can reduce academic integrity violations. 

Technology in the classroom section outlining required technical skills, digital information literacy skills, and rules for using artificial intelligence tools. Technical skills include using Canvas, email, Word, PDF, PowerPoint, software installation, presentation and graphics programs, digital apps, Zoom, and basic video editing tools for students creating a Nutrition Education Project video. Digital literacy skills include using online libraries and databases, computer networks, academic search tools with filters and keywords, evaluating digital information for credibility and bias, and citing sources in AMA format. The AI tools policy states that students must ensure credibility of AI‑assisted information, disclose AI use in writing, and may not use AI for quizzes or exams. For the Nutrition Education Project, AI may be used only for checking grammar and brainstorming ideas, not for writing articles or video content.

Technology in the classroom section displaying a generative AI policy. The policy explains that AI tools may be used to support learning by helping generate ideas, topics, structural outlines, or locating existing research. AI use is permitted as long as any AI generator involved is cited as a source, even when used only for brainstorming rather than producing text or illustrations. If an assignment does not have a references page, students must still disclose AI use, such as in a Canvas submission comment. The policy states that failing to cite AI use may be treated as academic misconduct.

22. Create a Section (Optional)

Simple Syllabus allows instructors to customize their syllabus by creating one or more sections that communicate crucial information to your students. Here are some examples of sections that instructors have created for their syllabi: 

Table titled ‘Relation to Program Outcomes (ABET)’ listing seven ABET learning outcomes with corresponding coverage levels. Outcomes include identifying and solving complex engineering problems (high coverage), applying engineering design with consideration of societal factors, communicating effectively with diverse audiences (low coverage), recognizing ethical and professional responsibilities, functioning effectively on teams, conducting experimentation and analyzing data, and acquiring new knowledge as needed (high coverage). Empty coverage cells indicate outcomes not assessed in the course.

Required drafting supplies list divided into drafting equipment and drawing implements. Drafting equipment includes daily drawing sketchbooks in tabloid, letter, and A5 sizes; rolls of white trace paper; a Strathmore Bristol Vellum portfolio sketchbook; drafting dots or drafting tape; architectural and engineer’s scales; triangles for inking; a rolling ruler; and push pins or T‑pins, with several items marked as mandatory. Drawing implements include charcoal, sketching pencils in multiple hardness levels, lead pencils, at least ten No. 2 pencils, a cutter for shaping pencil tips, Sharpie markers in chisel and fine tip, Uni‑Ball rollerball pens, Micron or Staedtler pens in fine to medium widths, erasers, markers, colored pencils, soft pastels, crayons, and non‑hardening modeling clay.

Rubrics section displaying scoring criteria for a personal post article and for replies. The personal post rubric includes four point levels—7.0, 4.0, 2.0, and 0.0 points—with descriptions of performance ranging from demonstrating strong understanding of the related article and answering all prompts thoroughly, to lacking development, incomplete responses, off‑topic content, or missing submissions. Word‑count expectations are provided for each level. The replies rubric assigns 1.5, 0.5, or 0.0 points based on how well a student analyzes others’ posts, contributes meaningfully, elaborates on ideas, or fails to add to the discussion. Reply length requirements are also included.

Section titled ‘Permitted use of generative AI’ explaining guidelines for responsible AI use in a course. The policy encourages students to think carefully before relying on AI, noting that they must still understand the material for exams. Students may use generative AI tools to help generate ideas, outline thoughts, clarify concepts, or validate their work, but final writing, critical thinking, and analysis must be their own. All AI‑generated content must be cited, even when used only for brainstorming. Students can disclose AI use in a references page or in a comment on the Canvas submission. The policy warns that failing to cite AI use may be considered academic misconduct.

 

Frequently Asked Questions  

What is Simple Syllabus?

Simple syllabus is a third-party syllabus management system that integrates into Canvas. It is a centralized and template-driven to help instructors quickly create, personalize, and publish consistent digital course syllabi.  

Why are we doing this?

The University of Florida is implementing a Simple Syllabus to support compliance with Florida Statute 1004.085 and Florida Board of Governors Regulation 8.003, which requires syllabi to be publicly posted 45 days before the first day of class for each term.  

Do I have to use Simple Syllabus for my syllabus?

Yes, Simple Syllabus is designated as the official and UF-approved syllabus for all courses in compliance with Florida Statute 1004.085 and Florida Board of Governors Regulation 8.003. It provides the definitive record of course expectation, assignments, and policies.  

Are instructors required to create a separate syllabus for each section of their course in Simple Syllabus?

Yes, each instructor of record who manages their own Canvas site for a section of a multi-section course is responsible for creating a syllabus in Simple Syllabus. When all sections use the same syllabus content in Canvas, this process is typically straightforward, as the syllabus can be easily converted or reused. Additionally, Simple Syllabus allows content to be easily imported from one section to another. 

When do I need to enter my Fall course into Simple Syllabus?

University of Florida is implementing Simple Syllabus to support compliance with Florida Statute 1004.085 and Florida Board of Governors Regulation 8.003, which require all course syllabi to be publicly accessible at least 45 days prior to the start of the classes.  

Because of this requirement, faculty who are not on summer contract will need to use a portion of their Spring 2026 contracted effort to prepare and enter their Fall course syllabi into Simple Syllabus, so they are available by the mandated deadline.  

In some cases, department chairs and deans, in consultation with faculty, may need to formally identify a small amount of spring semester effort dedicated to course preparation to account for this activity.  

According to the Office of the Provost, Simple syllabus syllabi will be available for editing, as follows: 

  • Fall - 120 Calendar days prior to beginning of classes 
  • Spring/Summer - 80 Calendar days prior to beginning of classes 

For more information about these policies, please visit syllabus.ufl.edu  

What’s included in my Simple Syllabus?

The default University of Florida template includes:  

Section  Required/Optional 
Instructor Information  Required 
Office Location  Required 
Teaching Assistants  Optional 
Course Details  Required (prepopulated) 
Additional Course Description  Optional 
Required Materials  Required (prepopulated) 
Recommended Materials  Optional 
A Note on Materials  Required (prepopulated) 
Course Goals and Objectives  Required 
Expectations and Learning Outcomes  Required 
Methods of Evaluation  Required 
Grading Scale  Required 
Course Schedule  Required 
Canvas Assignments  Optional 
Alignment of SLOs  Optional 
University Policies and Resources  Required (prepopulated) 
Attendance Policy  Required (prepopulated) 
Course Policies and Resources  Optional 
Late and Make Up Work Policy  Optional 
Classroom Behavior  Optional 
Technology in the Classroom  Optional 
Rubrics  Optional 
Create a Section  Optional 

Your department or college may have additional sections depending on your discipline or course type. 

How should instructors address the following components in Simple Syllabus: Course Description, Course Goals and Objectives, and Course Expectations and Student Learning Outcomes?

The course description, course goals and objectives, and course expectations and student learning outcomes are required components in Simple Syllabus. Therefore, these must be included in the respective areas. See following suggestions to translate what is in the current syllabi to Simple Syllabus format:

 

COURSE DESCRIPTION: Pre-populated from the catalog. The editable section is for additional course description information that may not be in the catalog description.

 

COURSE GOALS: Broad statement of the aim of the course. For example,

This course aims to prepare students to identify, utilize, and assess efficiency and limitations of numerical methods used in engineering analysis.

 

OBJECTIVES: What students will do to develop knowledge and skills associated with course goal. For example,

During this course students will complete activities to practice, the following:

  • Identifying and utilizing most common numerical methods used in engineering analysis.
  • Estimating errors inherent in different numerical methods.
  • Evaluating the efficiency of various numerical methods.
  • Describing advantages and limitations of different numerical methods.

SLO: What students will be able to do at the end of the course (Observable and measurable demonstration of knowledge and skills). For example:

At the end of this course students will be able to:

  • Numerical methods: Understand the most common numerical methods used in engineering analysis, when to use each method, and how to implement basic methods in a structured manner using MATLAB’s programming language.
  • Numerical accuracy: Estimate the amount of error inherent in different numerical methods.
  • Numerical efficiency: Assess the efficiency of a selected numerical method. when more than one option is available to solve a certain class of problems.
  • Numerical stability: Understand the convergence properties and limitations of different numerical methods.
How are Online programs handling Office hours and office locations?

Online programs often add a Zoom link and specify hours.

How should instructors teaching professional programs enter office hours considering the nature of professional courses that often involve inconsistent clinical coverage hours?

The Office of the Provost Office Hours Guidance states that, “faculty will designate a minimum of two hours of office time per week for each course. Office hours may not be restricted to by appointment only."

With that in mind and understanding the professional programs' challenges in setting a consistent time each week, the following suggested narrative might be appropriate: "Instructors will be available for at least two office hours each week. These times may vary due to the nature of this course. Office hours will be posted in Canvas.

How can I include additional required course materials in my syllabus that are not textbooks?

Often faculty will assign articles or excerpts as required readings that must be listed in the syllabus but won't be included in the text adoption system because they aren't books to purchase - they're often through reserves or library access or shared on canvas. Where would faculty list the required readings like this?

 

These items should go under the Course Schedule component in Simple Syllabus. Instructors are also encouraged to add a statement under the Textbook Adoptions area that directs students to look for additional required materials under the Course Schedule component in Simple Syllabus (e.g., Additional required readings will be available in Canvas and listed under Course Schedule in the syllabus).

Are there courses that are exempt from the syllabi requirements?

Yes, according to the BOG Regulation 8.003, “Individualized courses, such as directed individual studies, internships, thesis, dissertation defense, and performance, are exempt from the requirements.”

However, all courses that have an instructor assigned will be created in Simple Syllabus, even if these courses fall under one of the exempt categories.

What if I need to include information that is not part of the Simple Syllabus template?

The University of Florida simple syllabus template is designed to present the essential course information required across all UF courses, including the catalog course description, required materials, and required UF syllabus policies.  

To add additional information to your syllabus, use the “Add a New Component” feature located at the bottom of the Simple Syllabus form. You can add as many sections as you need to, and you can give each additional section its own heading. 

Some additional content, such as teaching philosophy, instructor biography, or other optional information may be shared within your Canvas course rather than added to Simple Syllabus.  

What do I need to do to complete my syllabus?

Instructors can complete their course syllabus in Canvas using the Simple Syllabus platform.  

Before building your syllabus, make sure you have the following required content ready: 

  • Instructor Information 
  • Office Location 
  • Course Goals and Objectives 
  • Expectations and Student Learning Outcomes 
  • Methods of Evaluation 
  • Grading Scale 
  • Course Schedule 

 

All fields marked as required must be completed. Your syllabus content cannot be submitted until all required sections are filled in with the relevant information. 

I do not require/recommend students purchase materials. How can I add this to my syllabus since the “Course Materials” component is required?

Textbook and Course Materials information is prepopulated from the UF Textbook Adoptions system. All instructors are required to submit a textbook adoption, whether they require materials or not.  

In this case, you would indicate in the UF Textbook Adoption system that "Students are not required to purchase materials for this course" or "There are no required materials for this course." 

Any statement entered into the UF Textbook Adoptions will automatically appear in the pre-populated "Required Materials" section. 

I use open educational resources (OER) and/or library-sourced materials. How can I let students know these materials are available?

Important: All materials for courses, whether required or recommended, must be listed in the Textbook Adoptions system and in the syllabus.  

When using open educational resources (OER) or UF Libraries-provided materials, clearly explain how students can access them directly in your syllabus.  

In the Course Materials section, use the description or notes area to tell students whether materials are free and how to access them. You may also include direct links in Canvas.  

Suggested language: 

  • Library-provided materials: Required course materials are available digitally through the UF Libraries. Students may need to log in with their GatorLink credentials to access these materials. 
  • Open educational resources (OER): Required course materials are provided at no cost as open educational sources (OER) and are accessible via the links provided in Canvas.  

Providing clear access information helps ensure students know that materials are available and affordable. When informing your students about materials that they can access through the library, please verify the availability of the materials.

Double-check with your UF Library subject specialist or the library catalog to ensure that any assigned textbooks (required, recommended, etc.) are actually available as an e-book with enough licenses to meet your class needs. Some entries in the catalog are actually book reviews or physical books.

You can share that you have put physical copies of a text on course reserve and that these copies can be accessed at a circulation desk, but you should make it clear that this is not a substitute for getting a copy of the book. Additionally, Course Reserves can also provide chapters of a book if an instructor is not using an entire book or copies of articles, and you can inform students about this access. 

How can I include additional required course materials in my syllabus that are not textbooks?

You may add other required materials to your syllabus by adding a new component.  

To add a component to your syllabus, click on the +Add button on the top left of the syllabus, or click the plus sign (+) Add new component at the bottom of your syllabus. Then you name the component as you wish (e.g., Other Required Materials) and click Save. 

The component will appear at the bottom of your syllabus, and you will be able to enter the information pertinent to your course. 

 

For more answers to frequently asked questions about Simple Syllabus, please visit the Office of the Provost’s Simple Syllabus FAQ.